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SUMMARY:National qualifications\, frameworks and learning: A case study of
  the Unified National Test (UNT) in Kazakhstan - Dr Liz Winter\, Kazakhsta
 n Programme\, Faculty of Education\, University of Cambridge. Liz research
  interests lie in the area of social identity\, adult education\, widening
  participation in Higher Education and professional development more gener
 ally.
DTSTART:20130221T170000Z
DTEND:20130221T174500Z
UID:TALK43027@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:Apart from having meaningful qualifications with which to leav
 e school\, transition from schooling to further study is a vital part to a
 ny education system. To this end\, this paper asks how well this process i
 s currently being managed in Kazakhstan by means of its terminal school ex
 amination and selection mechanism for Higher Education\, the Unified Natio
 nal Test (UNT). Although the research question centres upon Kazakhstan as 
 a case study\, its objectives are wider in providing insight to this vital
  transition in any educational system when often the stakeholders’ roles
  in the design process are potentially disjointed\, uninvited or unclear. 
 The paper explores how wholesale educational reform attends to transitions
  as well as the individual components of an educational system particularl
 y in how a proposed lead on reform to Higher Education through the Bologna
  Process (2001) pans out elsewhere in education. This allows broader appli
 cation of the paper to other post-soviet nations (Bethell & Zabulionis\, 2
 012) in which educational values are shifting from assessment through know
 ledge content to alternative models of an “outcome-orientated” (UNESCO
 \, 2012\, p8) or “learning-outcomes” (EQF\, 2008) approach.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room 1S3
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